Theme: Justice in the Face of Prejudice Grades: Grades 9-10
Summary:
Adapted from the Pulitzer Prize-winning novel by Harper Lee, the award-winning screenplay of To Kill a Mockingbird is constructed as a series of episodes recalled by its narrator, Jean Louise Finch, also known as Scout. The main plot concerns the trial of an unjustly accused black man who is steadfastly defended by Scout's father, a respected lawyer. Covering a period of one year during Scout's childhood in Alabama, the story reflects the details of small-town life in the South and examines the painfully unjust consequences of ignorance, prejudice, and hate, as well as the values of courage, honor, and decency.
THEME OPENERS# Tapping Prior Knowledge: Racism in the United States.
Have students define the word "racism." Ask students whether they've enountered racism in their own lives, and invite them to share their experiences. Students from other countries might relate experiences in their countries of origin as well as in this country. Then discuss what they know about racism in the United States, both in the past and present. Also discuss the emotions and ideas that accompany racism, such as prejudice, bias, stereotyping, and fear.
Linking to Today: Controversial Trials.
Have students discuss the public's fascination with trials currently in the news. Ask what kinds of participants and/or crimes are most likely to get extended news coverage; how the news media affects the public's interest in the trial; and what kinds of forces influence the outcome of the trial. Have students evaluate the jury system and the methods of picking jurors. Encourage them to discuss their belief in or disillusionment with the U.S. justice system, both today and in the past.
CROSSCURRICULAR ACTIVITIES# Alabama Poetry.
The poem "Freedom" comes from a section of Langston Hughes's book The Panther and the Lash entitled "Daybreak in Alabama." Have students prepare an oral presentation of the twelve poems in this section (or a group of Hughes's poems of their own selection) and read them to the class.
Song Fest.
There are many songs that describe or protest discrimination against African Americans. Have students make a collection of songs with a particular focus. For example, songs by the singer Leadbelly or by Sleepy John Estes; protest songs of the sixties; some rap songs of today. Students should present their collection along with an explaination of the thread that ties them together.
RESEARCH ASSIGNMENTS# Jury Selection Today.
It is true that in 1933 in Alabama, an African American citizen would be tried by an all-white jury composed entirely of men, and that prominent citizens could excuse themselves or be struck. Have students try and answer the question: Have the rules changed? Instruct them to write a research paper explaining the process of jury selection today, telling who can be chosen and who can be excused and why.
The Scottsboro Case.
Have students research the Scottsboro case. Have them write a persuasive essay arguing whether or not the trial parallels the one in To Kill a Mockingbird. Then have them use the Supreme Court decision, the accounts of the Scottsboro case, and information about the legal system in the 1930s to decide if the Scottsboro trial was also biased. Have them write a persuasive essay presenting their opinion and supporting it with facts.
If you agree . . . .
Marcus Aurelius once said, “He who wrongs others, wrongs himself.” In other words, if you do evil to others, you do evil to yourself, as well. This is true. Two works of literature that support this statement are To Kill a Mockingbird, by Harper Lee, and Of Mice and Men, by John Steinbeck.
If you disagree . . . .
Marcus Aurelius once said, “He who wrongs others, wrongs himself.” In other words, if you do evil to others, you do evil to yourself, as well. This is false. Sometimes people do terrible things to others and either feel no remorse or get away with their evil deeds. Two works of literature that support this statement are Animal Farm, by George Orwell, and Of Mice and Men, by John Steinbeck.
The plot of To Kill a Mockingbird deals with a black man who has been wrongly accused of raping a white woman. The novel is set in the Jim Crow South, a time when Blacks were not equal to Whites.
Identify the Following Characters: Scout/Jean Louise Finch Atticus Jem Arthur "Boo" Radley Nathan Radley Charles Baker "Dill" Harris Mrs. Dubose Ms. Maudie Atkinson Tom Robinson Aunt Alexandra Uncle Jack Bob Ewell Mayella Ewell Heck Tate Walter Cunningham Jr. Mr. Walter Cunningham Dr. Dolphus Raymond Calpurnia Mr. Underwood Miss Rachel Dill's Aunt Stephanie || Comprehensive Lesson Plans - TKAMB
====Harper Lee: To Kill a Mockingbird==== Harper Lee's //To Kill a Mockingbird//: Profiles in Courage This lesson plan asks students to read To Kill A Mockingbird carefully with an eye for all instances and manifestations of courage, but particularly those of moral courage. //To Kill a Mockingbird// and the Scottsboro Boys Trial of 1933: Profiles in Courage Students study select court transcripts and other primary source material from the second Scottsboro Boys Trial of 1933, a continuation of the first trial in which two young white women wrongfully accused nine African American youths of rape. || Diary Entries - Ten Character Questions
2. Webpath Express, To Kill a Mockingbird, Reader's Guide by National Endowment for the Arts (this website also has a teacher's guide) || TKAMB - The Main Character
Students will relate the maturation theme of To Kill a Mockingbird with the following:
1. Personal maturity level throughautobiographical writing.
2. Similar themes of other literary works, such as poems, songs and short stories through collaborative Power Point presentation.
STATE CONTENT Standards:
II: The student will demonstrate appropriate word choice.
III: The student will recognize correct sentence structure.
IV: The student will use correct capitalization and punctuation.
V: The student will use appropriate organizational skills for
writing/revising.
I: The student will demonstrate literal understanding of passages taken
from a textual, functional, and recreational reading material.
II: The student will interpret passages taken from textual, functional,
and recreational reading material.
III: The student will apply critical analysis strategies and judge texts
critically to comprehend passages from textual, functional, and
recreational reading material.
IV: The student will utilize strategies that enhance comprehension of textual, functional, and recreational reading material.
V: The student will use appropriate organizational skills for writing
and revising.
Speaking and Listening Objectives
CONTENT Standards:
Local standards match state language arts standards.
Technology Standards
25. Apply appropriate techniques for producing word processing documents.
31. Identify a variety of media formats. Apply appropriate techniques for producing multimedia products.
35. Demonstrate proficiency in presenting digital information.
36. Use appropriate online resources for research.
38. Identify useful information from a search.
39. Take notes and paraphrase from a search.
40. Record information necessary for citation.
PRIMARY LEARNING Objective(s):
Students will:
Demonstrate appropriate word choice.
Recognize correct sentence structure.
Use correct capitalization and punctuation.
Use appropriate organizational skills for writing/revising.
Demonstrate literal understanding of passages taken from a textual,
functional, and recreational reading material.
Interpret passages taken from textual, functional, and recreational reading material.
Apply critical analysis strategies and judge texts critically to
comprehend passages from textual, functional, and recreational
reading material.
Utilize strategies that enhance comprehension of textual, functional, and recreational reading material.
Use appropriate organizational skills for writing and revising.
Meet speaking and listening objectives.
Apply appropriate techniques for producing word processing documents.
Apply appropriate techniques for producing multimedia products.
Demonstrate proficiency in presenting digital information.
Use appropriate online resources for research.
Identify useful information from a search.
Take notes and paraphrase from a search.
Record information necessary for citation.
ASSESSMENT
Learning Environment:
1. Personal Maturity Assignment: Autobiography
Individual work- completed at home and in the classroom/computer lab. Students will spend approximately one week on this assignment.
2. Collaborative Theme Assignment: Power Point Presentation
Group work- completed in the classroom/computer lab. This assignment will be completed in approximately two weeks, including presentations.
Teacher will facilitate appropriate group interaction and assist students in selecting proper materials and using technology.
Collaborative learning roles will consist of captain, reflector, recorder and spokesperson. See attachment for role definitions and requirements.
mATERIALS AND EQUIPMENT:
To Kill a Mockingbird, various literary resources including short stories, poems and songs
Computers equipped with a word processing program, internet access and Power Point Software or other presentation software, Smartboard or other presentation hardware.
1. Students will write an autobiography demonstrating evidence of maturation based on four phases of life.
Students will begin by developing a personal definition of “maturity” and by completing the graphic organizer. (See attached worksheets)
Students will write one to three paragraphs on each phase: elementary school days, middle school days, high school days, and long-range goals for the future. (For example, where do students see themselves ten years from now?)
Students will include a title and appropriate illustrations.
Students will turn in graphic organizer, edited rough draft, and typed final draft. Final draft will be graded for content, logic, accuracy, quality, and creativity. (See attached rubric.)
2. Working in collaborative groups of 2-4, students will create a Power Point presentation in which the theme of maturation in To Kill a Mockingbird will be compared to similar themes in other literary works.
Students will include one example of each: short story, poem and song as approved by the teacher.
Students will use a minimum of two references to the novel and will compare these to their selections, citing each source. The title, sounds, and graphics must relate to and enhance topic.
Students will present a sketch of the Power Point presentation to the teacher for approval at the end of week one.
Students will present their media project orally to the class.
Students will receive a grade on the quality of the content of the project, as well as the presentation of the project. Both grades will be based on content, logic, accuracy, quality, and creativity. (See attached rubrics.)
Note: Students will receive both an individual and a group grade based on participation and cooperation as well as punctuality. (See attached rubric.)
Modification for Differentiated Instruction
Lower Grade level:
For modification, teacher may choose a short story, poem or song for comparison with To Kill a Mockingbird or with another grade-level appropriate selection with a theme of maturation.
Teacher may have students create a poster or booklet using illustrations from the internet in place of the Power Point presentation.
Higher Grade level:
For modification, teacher may have student compare To Kill a Mockingbird with another novel with a theme of maturation, as well as the other literary forms.
Power Point presentations may be shown to a wider audience, including but not limited to, other students who have readTo Kill a Mockingbird.
READING: LITERATURE GRADES 9-10 KEY IDEAS AND DETAILS
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly as well as inferences drawn from the text.
Comprehension Check questions
Essay and Writing prompts and activities
Note-Taking and Summarizing activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Activating Prior Knowledge/Theme activities
Comprehension Check questions
Essay and Writing prompts and activities
Note-Taking and Summarizing activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Activating Prior Knowledge/Theme activities
Comprehension Check questions
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities
CRAFT AND STRUCTURE
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,tension, or surprise.
Comprehension Check questions
Essay and Writing prompts and activities
Plot Map activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
INTEGRATION OF KNOW LEDGE AND IDEAS
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work. (Mythology)
Allusions/Terminology
Author Biography
Comprehension Check questions
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
RL.9-10.10. By the end of grade 10, read and comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
WRITING GRADES 9-10
PRODUCTION AND DISTRIBUTION OF WRITING
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or tryinga new approach, focusing on addressing what is most significant for a specific purpose and audience.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
RESEARCH TO BUILD AND PRESENT KNOWLEDGE
W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;synthesize multiple sources on the subject, demonstrating understanding of the subject underinvestigation.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
RANGE OF WRITING
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) andshorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
SPEAKING & LISTENING GRADES 9-10 COMPREHENSION AND COLLABORATION
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building onothers’ ideas and expressing their own clearly and persuasively.
Prior Knowledge/Theme activities
Comprehension Check questions
Pre-Reading and Post-Reading ideas and activities
PRESENTATION OF KNOW LEDGE AND IDEAS
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logicallysuch that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Prior Knowledge/Theme activities
Pre-Reading and Post-Reading ideas and activities
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactiveelements) in presentations to enhance understanding of findings, reasoning, and evidence and to addinterest.
Pre-Reading and Post-Reading ideas and activities
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formalEnglish when indicated or appropriate.
Pre-Reading and Post-Reading ideas and activities
Language
GRADES 9-10 CONVENTIONS OF STANDARD ENGLISH
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.
Assessment Preparation activities
Comprehension Check questions
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation,and spelling when writing.
Assessment Preparation activities
Comprehension Check questions
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
KNOW LEDGE OF LANGUAGE
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, tomake effective choices for meaning or style, and to comprehend more fully when reading or listening.
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
VOCABULARY ACQUISITION AND USE
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on GR AGES 9–10 RE ADING AND CONTENT, choosing flexibly from a range of strategies. Common Core Standards Alignment—To Kill a Mockingbird Literature Guide; Grades 10-12
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Allusions/Terminology
Assessment Preparation activities
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities
ANNOTATION:
1.Personal maturity level through autobiographical writing.
2.Similar themes of other literary works, such as poems, songs andshort stories through collaborative Power Point presentation.
Horton Foote
Theme: Justice in the Face of Prejudice
Grades: Grades 9-10
Summary:
Adapted from the Pulitzer Prize-winning novel by Harper Lee, the award-winning screenplay of To Kill a Mockingbird is constructed as a series of episodes recalled by its narrator, Jean Louise Finch, also known as Scout. The main plot concerns the trial of an unjustly accused black man who is steadfastly defended by Scout's father, a respected lawyer. Covering a period of one year during Scout's childhood in Alabama, the story reflects the details of small-town life in the South and examines the painfully unjust consequences of ignorance, prejudice, and hate, as well as the values of courage, honor, and decency.
- Linking to Today: Controversial Trials.
CROSSCURRICULAR ACTIVITIES# Alabama Poetry.Have students discuss the public's fascination with trials currently in the news. Ask what kinds of participants and/or crimes are most likely to get extended news coverage; how the news media affects the public's interest in the trial; and what kinds of forces influence the outcome of the trial. Have students evaluate the jury system and the methods of picking jurors. Encourage them to discuss their belief in or disillusionment with the U.S. justice system, both today and in the past.
- Song Fest.
RESEARCH ASSIGNMENTS# Jury Selection Today.There are many songs that describe or protest discrimination against African Americans. Have students make a collection of songs with a particular focus. For example, songs by the singer Leadbelly or by Sleepy John Estes; protest songs of the sixties; some rap songs of today. Students should present their collection along with an explaination of the thread that ties them together.
Have students research the Scottsboro case. Have them write a persuasive essay arguing whether or not the trial parallels the one in To Kill a Mockingbird. Then have them use the Supreme Court decision, the accounts of the Scottsboro case, and information about the legal system in the 1930s to decide if the Scottsboro trial was also biased. Have them write a persuasive essay presenting their opinion and supporting it with facts.
Marcus Aurelius once said, “He who wrongs others, wrongs himself.” In other words, if you do evil to others, you do evil to yourself, as well. This is true. Two works of literature that support this statement are To Kill a Mockingbird, by Harper Lee, and Of Mice and Men, by John Steinbeck.
If you disagree . . . .
Marcus Aurelius once said, “He who wrongs others, wrongs himself.” In other words, if you do evil to others, you do evil to yourself, as well. This is false. Sometimes people do terrible things to others and either feel no remorse or get away with their evil deeds. Two works of literature that support this statement are Animal Farm, by George Orwell, and Of Mice and Men, by John Steinbeck.
The plot of To Kill a Mockingbird deals with a black man who has been wrongly accused of raping a white woman. The novel is set in the Jim Crow South, a time when Blacks were not equal to Whites.
|| To Kill A Mockingbird
|| To Kill a Mockingbird
|| Audio
|| Differentiated Instruction
|| Lit Chart - To Kill a Mockingbird
|| To Kill a Mockingbird
|| To Kill a Mockingbird Writing Assignment
|| To Kill A Mockingbird - Novel Links
Mapping To Kill a Mockingbird
//http://www.livebinders.com/media/get/MzAzNTM5MA==//
TKAMB Study Guide
http://www.livebinders.com/media/get_centered/MzAzNTM4Mw==
4-Square Character Analysis
http://www.livebinders.com/media/get/MzAzNTM5Nw==
Character Notebook:
http://www.livebinders.com/media/get/MzAzNTQwNQ==
Schedule
http://www.livebinders.com/media/get/NDI2NjIzMA==
Scout/Jean Louise Finch
Atticus
Jem
Arthur "Boo" Radley
Nathan Radley
Charles Baker "Dill" Harris
Mrs. Dubose
Ms. Maudie Atkinson
Tom Robinson
Aunt Alexandra
Uncle Jack
Bob Ewell
Mayella Ewell
Heck Tate
Walter Cunningham Jr.
Mr. Walter Cunningham
Dr. Dolphus Raymond
Calpurnia
Mr. Underwood
Miss Rachel
Dill's Aunt Stephanie
|| Comprehensive Lesson Plans - TKAMB
|| Read and Discuss - NY Times - The Great Depression
|| To Kill a Mockingbird Vocab. - myvocabuary.com
|| Outside Reading Project
32K View Download
|| Comic Generator
|| To Kill A Mockingbird Tour
|| To Kill a Mockingbird Lesson Plan
|| TKAM PowerPoint
|| Scottsboro Boys Trial
Harper Lee's //To Kill a Mockingbird//: Profiles in Courage
This lesson plan asks students to read To Kill A Mockingbird carefully with an eye for all instances and manifestations of courage, but particularly those of moral courage.
//To Kill a Mockingbird// and the Scottsboro Boys Trial of 1933: Profiles in Courage
Students study select court transcripts and other primary source material from the second Scottsboro Boys Trial of 1933, a continuation of the first trial in which two young white women wrongfully accused nine African American youths of rape.
|| Diary Entries - Ten Character Questions
|| Harper Lee
2. Webpath Express, To Kill a Mockingbird, Reader's Guide by National Endowment for the Arts (this website also has a teacher's guide)
|| TKAMB - The Main Character
|| Writing: Trial of Boo Radley
|| TKAM - Vocabulary
To Kill A Mockingbird Vocabulary - Chapter 1
|| Final Assessment Essay
|| Boo Radley
|| TKAMB - Lesson Plan
ANNOTATION:
1. Personal maturity level throughautobiographical writing.
2. Similar themes of other literary works, such as poems, songs and short stories through collaborative Power Point presentation.
III: The student will recognize correct sentence structure.
IV: The student will use correct capitalization and punctuation.
V: The student will use appropriate organizational skills for
writing/revising.
I: The student will demonstrate literal understanding of passages taken
from a textual, functional, and recreational reading material.
II: The student will interpret passages taken from textual, functional,
and recreational reading material.
III: The student will apply critical analysis strategies and judge texts
critically to comprehend passages from textual, functional, and
recreational reading material.
IV: The student will utilize strategies that enhance comprehension of textual, functional, and recreational reading material.
V: The student will use appropriate organizational skills for writing
and revising.
Speaking and Listening Objectives
Technology Standards
25. Apply appropriate techniques for producing word processing documents.
31. Identify a variety of media formats. Apply appropriate techniques for producing multimedia products.
35. Demonstrate proficiency in presenting digital information.
36. Use appropriate online resources for research.
38. Identify useful information from a search.
39. Take notes and paraphrase from a search.
40. Record information necessary for citation.
Demonstrate appropriate word choice.
Recognize correct sentence structure.
Use correct capitalization and punctuation.
Use appropriate organizational skills for writing/revising.
Demonstrate literal understanding of passages taken from a textual,
functional, and recreational reading material.
Interpret passages taken from textual, functional, and recreational reading material.
Apply critical analysis strategies and judge texts critically to
comprehend passages from textual, functional, and recreational
reading material.
Utilize strategies that enhance comprehension of textual, functional, and recreational reading material.
Use appropriate organizational skills for writing and revising.
Meet speaking and listening objectives.
Apply appropriate techniques for producing word processing documents.
Apply appropriate techniques for producing multimedia products.
Demonstrate proficiency in presenting digital information.
Use appropriate online resources for research.
Identify useful information from a search.
Take notes and paraphrase from a search.
Record information necessary for citation.
Individual work- completed at home and in the classroom/computer lab. Students will spend approximately one week on this assignment.
2. Collaborative Theme Assignment: Power Point Presentation
Group work- completed in the classroom/computer lab. This assignment will be completed in approximately two weeks, including presentations.
Teacher will facilitate appropriate group interaction and assist students in selecting proper materials and using technology.
Collaborative learning roles will consist of captain, reflector, recorder and spokesperson. See attachment for role definitions and requirements.
*See attached teacher resource pagefor additional resources that may be helpful.
needed:
preparation:
Teacher may want to review the attached “Teacher Resource List.”
2. Working in collaborative groups of 2-4, students will create a Power Point presentation in which the theme of maturation in To Kill a Mockingbird will be compared to similar themes in other literary works.
Note: Students will receive both an individual and a group grade based on participation and cooperation as well as punctuality. (See attached rubric.)
Teacher may have students create a poster or booklet using illustrations from the internet in place of the Power Point presentation.
Power Point presentations may be shown to a wider audience, including but not limited to, other students who have readTo Kill a Mockingbird.
http://www.myhistro.com/story/united-states-1918-1939/48841/1#!the-red-scare-94794
READING: LITERATURE
GRADES 9-10
KEY IDEAS AND DETAILS
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Comprehension Check questions
Essay and Writing prompts and activities
Note-Taking and Summarizing activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
Activating Prior Knowledge/Theme activities
Comprehension Check questions
Essay and Writing prompts and activities
Note-Taking and Summarizing activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
Activating Prior Knowledge/Theme activities
Comprehension Check questions
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities
CRAFT AND STRUCTURE
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
Assessment Preparation activities
Standards Focus activities
Standards Focus activities
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Comprehension Check questions
Essay and Writing prompts and activities
Plot Map activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
INTEGRATION OF KNOW LEDGE AND IDEAS
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work.
(Mythology)
Allusions/Terminology
Author Biography
Comprehension Check questions
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
RL.9-10.10. By the end of grade 10, read and comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
WRITING
GRADES 9-10
PRODUCTION AND DISTRIBUTION OF WRITING
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1–3 above.)
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
RESEARCH TO BUILD AND PRESENT KNOWLEDGE
W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
RANGE OF WRITING
W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Essay and Writing prompts and activities
Pre-Reading and Post-Reading ideas and activities
SPEAKING & LISTENING
GRADES 9-10
COMPREHENSION AND COLLABORATION
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Prior Knowledge/Theme activities
Comprehension Check questions
Pre-Reading and Post-Reading ideas and activities
PRESENTATION OF KNOW LEDGE AND IDEAS
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
Prior Knowledge/Theme activities
Pre-Reading and Post-Reading ideas and activities
SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Pre-Reading and Post-Reading ideas and activities
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Pre-Reading and Post-Reading ideas and activities
Language
GRADES 9-10
CONVENTIONS OF STANDARD ENGLISH
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Assessment Preparation activities
Comprehension Check questions
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Assessment Preparation activities
Comprehension Check questions
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Prior Knowledge/Theme activities
Standards Focus activities
KNOW LEDGE OF LANGUAGE
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
VOCABULARY ACQUISITION AND USE
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on GR AGES 9–10 RE ADING AND CONTENT, choosing flexibly from a range of strategies.
Common Core Standards Alignment—To Kill a Mockingbird Literature Guide; Grades 10-12
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Assessment Preparation activities
Essay and Writing prompts and activities
Standards Focus activities
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Allusions/Terminology
Assessment Preparation activities
Essay and Writing prompts and activities
Genre and Elements of Literature activities
Pre-Reading and Post-Reading ideas and activities
Standards Focus activities